ECI 652 Capstone Project Presentation
This presentation is based on a paper which poses the question: To what extent will using Voki as an exit ticket enhance content mastery? Various educational journals and educational texts are used to provide a framework for the study. Action Research is used to provide a triangulation of data to draw conclusions from. Henricks (2013) text Improving Schools Through Action Research, is the primary steering resource throughout the entire study.
Keywords: exit ticket, Voki, assessment
9. II. Literature Review
The NCSU online database, EBSCO, was used with the keywords Voki
and Exit Ticket to locate educational articles regarding the original
Research Question: To what extent will using Web 2.0 technology as an
exit ticket enhance content mastery?
10. II. Literature Review
A. Enhancing classroom interactivity and
engagement: CFL Learner’s perceptions of the
application of Web 2.0 technology.
Huang & Lin (2011) concluded that Vokis increased
opportunities for oral practice and metalinguistic
awareness in a Chinese as a foreign language.
11. II. Literature Review
B. Exit Tickets: The Reflective Ticket to Understanding.
Owen & Sarles (2012) suggest the use of exit tickets to
develop a better level of student understanding.
The primary audience of the article are middle and
high school media specialists whose students are
involved in various steps of the research process.
12. II. Literature Review
C. Empowering Fourth-Grade Researchers: Reaping the
Rewards of Web 2.0 Student-Centered Learning.
The article highlights a young teacher’s successes and
identifies her challenges as she works to integrate
technology into student learning in her fourth grade
classroom using the NCTE 21st Century Framework
The conclusion of the article offers further suggestions on
how to realistically use the Framework in individual
classrooms.
These suggestions include: using Web 2.0 tools to alter
usual projects or assignments, using technology to learn
within all content areas, engage in meaningful assessment,
expect chaos, and using the students as resources.
13. II. Literature Review
D. Increasing Student Motivation in the Middle School
Classroom.
This study used math attitudinal surveys, exit tickets,
observations, and interviews to determine if motivation in
students would increase if the students were taught
problem solving strategies in order to help them become
more resilient.
Shears (2004) discovered that students who performed well
on exit tickets consistently demonstrated the ability to use
problem solving strategies. As students completed their
exit ticket, their mastery of their algebraic lesson became
evident.
14. II. Literature Review
E. Cognitive tools and student-centred
learning: rethinking tools, functions and applications.
Iiyoshi, Hannafin, & Wang (2005) extol the use of
cognitive tools to scaffold student learning.
They support the idea of using technological tools to
scaffold information and help learner manage their
cognitive load.
15. II. Literature Review
F. Evaluation and Testing in Nursing Education.
This book describes concepts of assessment, testing,
and evaluation in nursing education.
Even though, Oerman & Gaberson (2006) described
formative assessment for nursing schools, their
theories on assessment can still be applied to the high
school classroom.
They paint a picture of using observation as well as
data to make a value judgement about learners.
16. II. Literature Review
G. Anderson & Krathwohl
(2001) revised Bloom’s
Taxonomy to reposition
create at the top level of
mastery learning.
Their alterations are
consistent with using the
“create” nature of Voki.
17. III. Purpose
The purpose of this collaborative action research is to identify to
what extent will using Web 2.0 technology as an exit ticket
enhance content mastery.
Using data acquired through action research and published
academic articles about Voki and exit ticket, I wish to determine
to what extent students will demonstrate mastery of content.
Voki is a Web 2.0 tool that produces a customizable, 60-second
speaking avatar. With Voki, students can research a topic, record
a message, and listen to the playback.
An exit ticket is a “technique that allows the students to show
what they are thinking and what they have learned at the end of
a lesson. Before students leave, they have to hand the teacher a
ticket filled out with an answer to a question, a solution to a
problem, or a response to what they’ve learned” (Exit Ticket,
n.d.).
18. IV. Setting/Participants/Collaboration
3rd block Honors US History classroom taught by Ms. Matthews,
the Social Studies Department Chair.
The class has 24 juniors, 2 seniors, and 2 sophomores.
19 females to 9 males. The racial breakdown of the class includes
13 Caucasian, 7 African-American, 7 Hispanic, and 1 Multiracial.
On the day the Action Research was conducted four students
were absent.
The class has 2nd lunch, meaning 45 minutes in class, than
lunch for 45 minutes, before returning for the final 45 minutes of
class.
Since the school has an off campus lunch policy for juniors and
seniors, many in this class leave for lunch.
19. IV. Setting/Participants/Collaboration
Timeframe for the action research, based on the pace of the
class, occurred during Goal 6 of the NC Standard Course of
Study.
Goal 6 – United States interest in Imperialism at the turn
of the century.
Action research centered around a lesson on Yellow
Journalism.
I created a formative assessment based on open-ended test
bank questions and Ms. Matthews came up with the idea to
use the Voki to project a Yellow Journalistic message.
We used Ms. Matthews’ summative assessment and I
added one more Yellow Journalism question to it.
20. V. Intervention/Innovation
Day 1
Upon completion of that day’s lesson, students will be split into two
groups. Group A will be given three open questions regarding that
days lesson. Group B will have to create a Voki demonstrating what
was covered in that days lesson. Both exit tickets will be checked
for accuracy.
Day 2
All students will take a 9 question summative assessment from the
previous unit. There are three questions on the assessment that
correspond to the lesson on Yellow Journalism.
Day 3
A focus group online survey will occur.
Conclusions will be drawn after the assessment scores are cross
referenced with group membership and survey data.
21. VI. Methods of Data Collection
Group A – 3 Questions
Group B - Voki
22. VI. Methods of Data Collection
Summative Assessment
Focus Group Survey
23. VII. Measures of Validity
Table 6.2 Strategies for Increasing Validity was used as
a guide for increasing validity
24. VII. Measures of Validity
Ongoing Reflective Planning
Developed during the National Board Submission Process.
Used the website Tumblr to record specific reflections.
25. VII. Measures of Validity
Peer Debriefing
Regularly engaged in peer debriefing both with my
cooperating teacher, Ms. Matthews and with another
colleague in the class, Amanda Ireland.
26. VII. Measures of Validity
Triangulation of Data Sources
Rubrics
Focus
Groups
Exit Tickets
Formal and
Informal
Assessments
27. VII. Measures of Validity
Audit Trail
As a result of keeping accurate records of multiple
data sources, an audit trail has been produced.
It includes student answers to exit ticket question,
submitted Vokis, survey results, and summative
assessment answers.
28. Measures of Validity
Present results to key audiences
Shana
King
Allison
Reid
William
Herring
Amanda
Ireland
Dr.
Hervey
Jessica
Webb
29. VIII. Results
What is meant by
“Yellow Journalism?”
91% (11 out of 12)
How was it spurred by
the Spanish-American
War?
75% (9 out of 12)
What was its legacy?
66% (8 out of 12)
30. VIII. Results
Nine of the students
submitted a Voki via
email to Ms.
Matthews
Three students did
not complete the
assignment.
32. VIII. Results
2. Give two reasons why the Spanish America War
started.
3 Question Students
Voki Students
100% (12/12)
75% (9/12)
33. VIII. Results
6. “You supply the pictures and I’ll provide the war.” In 1898, when newspaper
publisher William Randolph Hearst made this statement to artist Frederic
Remington, he was suggesting that: 3 Question Students
Voki Students
A. journalists valued accuracy
75% (9/12)
67% (8/12)
and objectivity
B. artists and writers resented
being censored by the
government
C. artwork made newspapers
more interesting to read
D. journalism could be used to
shape public opinions and
policies
34. VIII. Results
9. All of the following are examples of yellow journalism EXCEPT“
A. Congress Declares War Against
Spain
3 Question Students
Voki Students
B. Destruction of the warship
58% (7/12)
67% (8/12)
Maine was the work of an
enemy
C. Crisis is at hand; Spanish
Treachery
D. Great Sea Victory!
Vengeance for the Maine Begun
35. VIII. Results
Of the Voki Students
1. All (11/11) Juniors
2. 4 males, 7 females
3. Perform well
academically
4. Display “reasonably
good” study habits
5. Most were satisfied with
the use of Voki
** Ms. Matthews feels like
there were some errors in
honesty regarding the
survey
36. IX. Conclusions
To what extent will using Voki as an exit ticket enhance
content mastery?
We both independently and collectively concluded
that the initial use of a Voki as an exit ticket does not
directly lead to content mastery.
The data simply did not support
earlier assumptions .
37. IX. Conclusions
To what extent will using Voki as an exit ticket enhance
content mastery?
Ms. Matthews offered that prolonged use of Web 2.0
technologies, like Voki, would create different results.
The students enjoyed the use of the Voki and six of nine
displayed mastery of Yellow Journalism, but the Voki group
scored lower on the summative assessment.
Future research about the impact on student content
mastery using Voki as an exit ticket would benefit from
exploring the roles of multiple intelligences, a larger
sample size and the use of Voki over a longer period of
time.
38. X. References
Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001). A taxonomy for
learning, teaching and assessing:
A revision of Bloom's Taxonomy of educational objectives: Complete
edition, New York : Longman.
Atkinson, T. S., & Swaggerty, E. A. (2011). Empowering Fourth-Grade
Researchers: Reaping the Rewards of Web 2.0 Student-Centered
Learning. Language Arts, 89(2), 99-112.
Exit Ticket. (n.d.). - The Teacher Toolkit. Retrieved November 20, 2013,
from http://www.theteachertoolkit.com/index.php/tool/exitticket
Hendricks, C. (2013). Improving schools through action research: a
reflective practice approach (3rd ed.). Upper Saddle River, N.J.:
Pearson.
39. X. References
Huang, C., & Lin, C. (2011). Enhancing Classroom Interactivity And
Engagement: CFL Learners‘ Perceptions Of The Application Of
Web 2.0 Technology. British Journal of Educational Technology,
42(6), E141-E144.
Iiyoshi, T., Hannafin, M. J., & Wang, F. (2005). Cognitive tools and
student-centred learning: rethinking tools, functions and
applications. Educational Media International, 42(4), 283.
Mays, L. C. (2011). WEB 2.0 Digital Tools: Try it yourself or co-learn
with your students. Language Arts, 89(2), 102-102.
Oermann, M. H., & Gaberson, K. B. (2006).Evaluation and testing in
nursing education (2nd ed.). New York: Springer Publishing
Company, Inc.
Owen, D., & Sarles, P. (2012). Exit Tickets: The Reflective Ticket to
Understanding. Library Media Connection, 31(3), 20-22.
Shears, M. L. (2004). Increasing Student Motivation in the Middle
School Classroom. Ontario Action Researcher, 7(3), 14.
